UNIT 8.
THE GAME AS A METHODOLOGICAL
INSTRUMENT. SPECIAL ATTENTION TO
COOPERATIVE GAMES
• 8.1. THE GAME AS A METHODOLOGICAL TOOL
• 8.2. SPECIAL ATTENTION TO THE COOPERATIVE GAME
8.1. THE GAME AS A
METHODOLOGICAL TOOL
• What´s the difference between play, games, sports and athletics?
• Sports are a structured form of physical activity. There are
teams, coaches, officials, and a scoreboard. Sports are played
by amateurs for the “love of the game”. There was a time
when college athletics and the Olympics could be classified as
sports.
• Athletics is competition that exists for the purpose of
determining a winner. It involves a minimal set of rules, much
like games. The difference is that athletic activity involves
competition just short of open warfare. Athletics may involve
people and machines. It exists for entertainment purposes and
financial gain.
https://garyhorvath.com/sports-in-general/play-games-sports-athletics/
8.1. THE GAME AS A
METHODOLOGICAL TOOL
• What´s the difference between play, games, sports and
athletics?
• Play is unstructured activity. Youngsters are creative
when they engage in play. Kids instinctively know how to
play – they don’t need coaches, clinics, officials,
scoreboards, or cheerleaders. Play is physical activity in
its purest form.
• Games are activity with a minimal set of rules, equipment,
and coaching. Games may be competitive or
cooperative and a scoreboard is optional. When games
are played it is possible to have multiple winners.
https://garyhorvath.com/sports-in-general/play-games-sports-athletics/
8.1. THE GAME AS A
METHODOLOGICAL TOOL
• What´s the difference between play, games, sports and athletics?
• From an academic standpoint, these four words have distinct meanings.
• We watch our kids climb trees and throw rocks in the river (Play).
• As they age we play catch with them in the park and buy them a
basketball goal so they can shoot hoops in the driveway with the
neighbor kids (Games).
• As they grow older we attend their junior high and high school
volleyball and softball games (Sports).
• Over the years we take them to see the local professional football and
hockey teams in the playoffs (Athletics).
https://garyhorvath.com/sports-in-general/play-games-sports-athletics/
 8.1. THE GAME AS A 8.1. THE GAME AS A
METHODOLOGICAL TOOL METHODOLOGICAL TOOL

• Yes, but ...

• If the game is:

• Can we educate through play? • An independent entity (curricular content). Have fun
learning?

• A teaching resource (educational procedure). Learn

while having fun.

8.1. THE GAME AS A 8.1. THE GAME AS A

METHODOLOGICAL TOOL METHODOLOGICAL TOOL
• To make games an integral part of you P.E. programs as well as a rewarding
experience for every student, consider the following questions:
• In the field of Physical Education we have the advantage
of being able to use the game in its full dimension • Is the game being played for a purpose?

• Is the game appropiate for the emotional and physical maturity level of the
• including the motor factor (using active games) students?

• Is there potential for the students to be embarrassed through peer pressure?

• The motor factor makes the game a powerful educational
tool compared to other types of games, which, without • Does the game teach motor skills?

neglecting its values, provides it with an added feature • Are all students receiving maximun playing time?
that, above all, the child appreciates by receiving it
positively. • Will every student have a feeling of success at the end of the game?

• Can the game be played without putting children at risk of being injured?

(Poppen, 2002)
 8.1. THE GAME AS A 8.1. THE GAME AS A
METHODOLOGICAL TOOL METHODOLOGICAL TOOL
• Refering to the moment:

• The didactic intervention of the teacher who teaches PE has to

attend to the three moments related to the didactic act:
• When using a game in you P.E. class as a methodological
tool you have to take into consideration two aspects: • before

• the first, referring to the moment • during and

• the second, regarding pedagogical positioning • after

• moments in which the teacher must make decisions that will greatly
influence the effects that the active or motot game will have on
students.

8.1. THE GAME AS A Classification of the games according to the part of

the session they should be played at the session
METHODOLOGICAL TOOL (Chinchilla, Córdoba and Riaño, 1994, p. 23.).

• Before:
1st part of the session 2nd part of the session 3rd part of the session
• Whether the motor game is used in an exclusive sense or as one more element of the
procedures and activities that make up the teaching units (Unit plants/Sessions), the
teacher must plan its use according to various intentions:
INITIATION GAMES TO GAMES THAT FACILITATE GAMES THAT CONTAIN
• Predicting coherence with respect to the educational approaches that PHYSICAL ACTIVITY THE ACHIEVEMENT OF RELAXATION
contextualize their educational work (state and regional legislation, ideology and THE OBJECTIVES OF PE
project of the center, and, logically, stage and classroom programming). AND THEIR EVALUATION “Cool down or culminating
“Introductory and Warm up” “Content development” activity”
• Selecting motor games according to pedagogically accepted criteria: significance
with respect to initial levels, adaptation to ages, application according to gradients
of difficulty, attention to diversity in a broad sense All class participation games Games to practice (generic, Games to relax, to develop
Tag games basic or specific) skills the senses
• Placing games according to their place in PE sessions, attending to two main
criteria: respect for the dynamics of the efforts involved in the fluid and satisfactory
development of organic mechanisms, and, in addition, the psychological strategies Games to improve body
Active sport games
that It involves sequencing the games towards the interests of the students. Games that develop the alignment and breathing
general objectives of PE
Games to improve cognitive
Active social games
processes
 8.1. THE GAME AS A 8.1. THE GAME AS A
METHODOLOGICAL TOOL METHODOLOGICAL TOOL

• During… • The following guidelines will help you to present your

game:
• Once the previous decisions have been made and the
specific educational act (session) is about to take place. • Before

• "Didactic guidelines" that can help optimize the use of the • During
technical postulates described as, a priori, effective (In
part we will follow García, et al., 1998, p. 18-19): • After

Guidelines before the game: Guidelines before the game:

• Regarding the initial information (I. I.):

• General I.I.: name of the game, educational intent

• Achieve an atmosphere of general silence, trying to grab (objectives) and stimulating and motivating comments.
the attention of all students.
• I.I. about the task: describe the game briefly, clearly,
• For this, it is convenient to establish a fixed place for slowly, naturally and adjusted to the level of understanding
the initial information, arranging the students in a of the students. Sometimes it is recommended to use the
semicircular way standing or even sitting, you must be visual channel (whiteboard, graphics, etc.) that reinforce
in a visible place for everyone. and clarify the development of the game.

• I.I. about the organization: distribution, placement and

roles of the students.
Guidelines before the game: Guidelines during the game:
• A last phase could be considered the demonstration (partial or global) of the game,
• The teacher in the course of the game must focus his didactic
using it only if its difficulty / complexity advises it.
intervention on the communicative aspect, establishing, facilitating and
promoting areas of individual and group interrelation, with the aim of
• Regarding the pre-development phase of the game, it seems convenient to provide
important considerations: increasing the quantity and quality of information that produces
significant educational events.
• If its duration is excessive it will negatively affect the general practice time; It is
usually considered sufficient to invest approximately 20% of the total time for the
game
• These communicative acts must be focused on three different levels:

• If its quality of the I.I. (informative and motivational effectiveness) is high, it will have • Towards the feed-back (FB is information you (or a peer) give to a
a very positive influence on: child about his/her responses in relation to the learning goal os the
task)
• Quick and effective implementation.

• Positive awareness of the game.

• Toward the motivation

• Individual and effective participation. • Towards control and organization

Guidelines during the game: Guidelines during the game:

• Towards the feed-back. • Towards the feed-back.

• Teachers should allow internal FB • Other considerations:

• However where it is necessary teachers must provide • when (concurrent, immediate, delayed),
it:
• how (verbal, visual and tactile) and

• with high frequency ??

• intention (descriptive, evaluative, prescriptive,
affective ... and others),
• with a generally positive approach
• always adjusting it to evolutionary characteristics and
• not exclusively oriented to the motor personal of the students.
 Example of words or
Guidelines during the game:
sentences used for motivation

• Towards motivation.

• The communicative intervention of the teacher regarding

this aspect will be conditioned to the assessment he
makes and the consideration of the need to supplement
the motivational state of the group / individual during the
game.

Guidelines during the game: Guidelines during the game:

• Towards control and organization.

• The need for control is, perhaps, the priority since it supposes the basic substratum on
how the game develops, without which all educational derivatives disappear.

• The control runs in different directions:

1. Towards the development of the game, especially focused on, once established,
• An aspect that develops during the action of the game is
ensuring compliance with the rules of the game. the proposition of variations
2. Towards organizational dynamics, specifically, regarding limits and spaces,
establishment of groups and possible changes in the general organization of the • What are the variations?
game.

3. Towards the attitude and conduct of the students and their groups. If it is
important to guarantee the development of the game, what is truly educational is
to generate and promote a classroom climate in accordance with the teaching
philosophy of proposing learning through play.
Guidelines during the game:
• Variations are applied from a double perspective;
• firstly as a resource to vary the motor action on which
the main action of the game is carried out (from this
perspective it is already beneficial);
• secondly (but more importantly) it is carried out to
motivationally reactivate the development of the game
(action is considered key to maintaining the
predisposition and attitude necessary for the effects of
the game to remain active).
8.1. THE GAME AS A
METHODOLOGICAL TOOL
• The teacher must not only evaluate the student, they also
must self-evaluate, in a more qualitative than quantitative
way.
• The future teacher must be trained by being instructed in the
necessary competences to carry out this “way of acting” as a
teacher
• Observation
• Reflection and assessment
• Putting into action
Guidelines after the game:
• It is interesting to apply an interrogative feed-back, which
awakens and encourages the student to self-evaluate and co-
evaluate, this situation being the ideal to instigate dialogue
and debate, being able, for example, to guide:
• request for new variants, rules, norms, material, space, etc.,
• manifestation on the degree of acceptance of the game,
identification and assessment of positive and negative
behaviors
• assessment of the effects in relation to the proposed
objectives
8.1. THE GAME AS A
METHODOLOGICAL TOOL
Observation
• Beyond looking and appreciating the didactic situation, the teacher must observe
concrete elements that occur in the development of the game.
• These are none other than the didactic elements to which we have referred earlier
(some examples of where to focus observation):
• game selection and sequencing,
•
effectiveness of initial information,
• attitudinal behavior and motor behaviors of students,
• control over organization and development of games,
• responses from students regarding games, etc.,
 8.1. THE GAME AS A 8.1. THE GAME AS A
METHODOLOGICAL TOOL METHODOLOGICAL TOOL
Reflection and assessment.
Putting into action.
• Once detected the problem-situations or, simply, areas for
improvement, the teacher should look for solutions by:
• Check in practice the chosen alternatives replacing those
that we consider negative agents
• own reflection

• bibliographic searches • And… .. return to the beginning of the process—>

observe them using them and modify or delete them if
necessary
• sharing problems and solutions with fellow
professionals

8.2. SPECIAL ATTENTION TO

THE COOPERATIVE GAMES
• 8.2.1. Values education: the great challenge of
cooperative games.

• 8.2.2. Some strategies to create a cooperative social

• Look at the pdf document by Jerry D. Poppen (2002) for climate in different motor activities, games and sports.
tips on the presentation of your game. It also will be on
the exam. • 8.2.3. Difficulties that can arise in the practice of
cooperative games.

• 8.2.4. By way of conclusion: towards a culture of peace;

cooperation and solidarity through cooperative play.
8.2. SPECIAL ATTENTION TO
THE COOPERATIVE GAMES
• Cooperative games (co-op games) are a form of play or
sport in which players work with one another in order to
achieve a common objective.
• The goal of a co-op game is to reduce emphasis on
competition and increase emphasis on the social aspects
of play or sport.
8.2. SPECIAL ATTENTION TO
THE COOPERATIVE GAMES
• Ruiz and Omeñaca (1999) proceed to specify the significant
elements that characterize cooperative play (2/3):
• Requires coordination of work. The result does not
derive from the sum of efforts, but from the adaptation
of the actions to those carried out by the rest of the
participants in response to the demands of the non-
human elements of the game.
• It represents an enjoyment, a creative exploration of
possibilities rather than a pursuit of goals; an
environment for recreation in relationships with peers
over the fight to achieve individual victory.
8.2. SPECIAL ATTENTION TO
THE COOPERATIVE GAMES
• Ruiz and Omeñaca (1999) proceed to specify the
significant elements that characterize cooperative play
(1/3):
• In its formulation, it demands collaboration among
the members of the group in order to achieve a
common goal.
• It proposes a joint and participative activity, in
which all the members of the group have a role to
play.
8.2. SPECIAL ATTENTION TO
THE COOPERATIVE GAMES
• Ruiz and Omeñaca (1999) proceed to specify the significant elements that characterize
cooperative play (3/3)
• Pay attention to the process. It attaches special importance to everything that is
enriching in the coordinated action with the members of the group.
• It does not encourage competition. Free from the need to face, overcome and
beat others.
• Does not exclude. All people, beyond their abilities, have something to contribute
and participate for the duration of the game.
• It does not discriminate. There is no distinction between good and bad, between
winners and losers, between boys and girls, etc. It highlights the performance of a
group that enjoys participating, while exalting equality among its members.
• It does not eliminate. The error is followed by the possibility of continuing to
explore and experiment.
8.2. SPECIAL ATTENTION TO
THE COOPERATIVE GAMES
• 8.2.1. Values education: the great challenge of
cooperative games.
• 8.2.2. Some strategies to create a cooperative social
climate in different motor activities, games and sports.
• 8.2.3. Difficulties that can arise in the practice of
cooperative games.
• 8.2.4. By way of conclusion: towards a culture of peace;
cooperation and solidarity through cooperative play.
8.2.1. Values education: the great
challenge of cooperative games.
• Values education moves in the difficult balance between
two needs:
• Providing moral standards consistent with the insertion
of the individual in society
• Promoting freedom of choice and autonomy or
independence of judgment
8.2.1. Values education: the great
challenge of cooperative games.
• Values in schools: https://www.youtube.com/watch?
v=cLjWWimg9HI
• Values in sports: https://www.youtube.com/watch?
v=K4mhtXPVAI0
8.2.1. Values education: the great
challenge of cooperative games.
• The meeting point is found, as Victoria Camps (1994)
points out, in:
• a set of universally consensual values
• a value system that serves as a framework and
criteria to control how far our individual and
collective ethical demands go
8.2.1. Values education: the great 8.2.1. Values education: the great
challenge of cooperative games. challenge of cooperative games.
• Melchor Gutiérrez (1995) points out:

• Trying to educate and promote social and personal values

through physical activity and sport, we understand that this
process must be carried out through a general social • We must take into consideration that:
intervention, which takes into account:
• the practice of sport, in particular, and of competitive
• sports policy activities, in general, can transmit desirable values and
others that are not so desirable and, ultimately, does
• Social media
not constitute a form of moral education.
• other disciplines

• -> Globalized Approach

8.2.1. Values education: the great 8.2.1. Values education: the great
challenge of cooperative games. challenge of cooperative games.
• Arnold (1991, p.85) notes:

• The teacher does not intend to transmit a perverted and • Some of the attitudes that are linked to values such as
degenerate form of competitiveness interested in sportsmanship or fair play and that can be developed
demonstrating superiority and winning at any price through sports and competitive activities are:

• Aims to make it a “good game” so that all players can benefit

• Accepting the challenge of opposing others without
and enjoy
leading to attitudes of contempt or rivalry
• A good teacher is interested in getting the students to
understand and willingly submit to the rules, adjust to their • Respect for the rules or acceptance of the fact of
spirit and acquire admired qualities such as courage and winning or losing
determination, as well as behave in a friendly and sporty
manner.
8.2.1. Values education: the great
challenge of cooperative games.
• Many times the competition does not fit attitudes such as:
• helping others
• seeking group benefit or
• seeking the appreciation and recognition of the need to
cooperate with others for personal and social growth
8.2.1. Values education: the great
challenge of cooperative games.
• Cooperative games, such as playful activities that are:
• Promote the acquisition of values through experienced
action;
• For their cooperative orientation lead to a positive
assessment of:
• helping, collaboration, equity, respect for the
needs of others, altruism, solidarity, among others
8.2.1. Values education: the great
challenge of cooperative games.
• Cooperative games arise from the need to seek:
• the benefit of the group
• or
• the appreciation and recognition of the need to
cooperate with others for personal and social
growth.
8.2.1. Values education: the great
challenge of cooperative games.
• The cooperative game proposal marks some channels in
which the leisure activity will unfold. These include:
• group orientation
• seeking coordinated action with peers
• support relationships and
• obtaining a common result for all.
 Perception

8.2.1. Values education: the great Individualized

Change or
affirmation in
of reality

challenge of cooperative games.

Cooperative Active Critical the value
game Deliberation
game participation internalization scale
perception or reflection

Participation
/ social
• Approach in which the change or consolidation of values commitment

occurs through cooperative leisure activities

Perception
of reality
• The student perceives these demands of the game in an
Change or
individualized way and attributes an initial value to them.
Individualized affirmation in
Cooperative Active Critical the value
game

•
participation Deliberation
game perception or reflection
internalization scale
Perception and evaluation are characterized by being
Participation specific to each person.
/ social
commitment

• Points of intersection with other playmates are possible,

but they are mainly guided by the aspects that define
each participant as an original human being.

Perception Perception
of reality of reality
Change or Change or
Individualized affirmation in Individualized affirmation in
Cooperative Active Critical the value Cooperative Active Critical the value
game Deliberation game Deliberation
game participation internalization scale game participation internalization scale
perception or reflection perception or reflection

Participation Participation
/ social / social
commitment commitment

• Through active participation in the game, the student
explores, experiences sensations, observes role models,
and discovers what is satisfying and unsatisfactory in
cooperation with others.
• The action joins the reflection, which gives meaning to the own
actions and those of others.
• From this process of reflection originates the critical internalization,
of finished attitudes and norms and of the values that sustain them.
• Each student may have the necessary elements of judgment for the
possible incorporation of aspects such as solidarity, cooperation,
aid or equality between people, or to reaffirm them.
 Perception Perception
of reality of reality
Change or Change or
Individualized affirmation in Individualized affirmation in
Cooperative Active Critical the value Cooperative Active Critical the value
game Deliberation game Deliberation
game participation internalization scale game participation internalization scale
perception or reflection perception or reflection

Participation Participation
/ social / social
commitment commitment

• Change or reaffirmation on the scale of values. It can be adopted:

• a different way of perceiving reality (cognitive aspect),

• If these cognitive, affective and behavioral changes go
• a different way of feeling (affective aspect) and beyond the walls of the school environment and guide
• a different way of active participation in your environment (behavioral personal action, education in values through cooperative
aspect). play will have acquired its true dimension.
• Critical internalization may derive a new way of perceiving the game (feedback I)
and a different way of playful participation (feedback II).

8.2.2. Some strategies to create a 8.2.2. Some strategies to create a

cooperative social climate in different cooperative social climate in different
motor activities, games and sports. motor activities, games and sports.
• As PE teachers we must adapt:

• motor tasks

• leisure activities
• Possible guidelines for adaptation of activities,
games and sports will be presented
• sports
• The aim is to subtract the less positive aspects of
the competition and, at best, to promote ways for
• To individual needs:
cooperation.
• of each student

• of each group
 8.2.2. Some strategies to create a 8.2.2. Some strategies to create a
cooperative social climate in different cooperative social climate in different
motor activities, games and sports. motor activities, games and sports.
• Individual sports and activities.
• Individual sports and activities (possible solutions)
• In physical and sports activities that result in a certain
number of hits, a running time, a throwing distance, for
example, • Establish a common goal that applies to the entire
group.
• It is common to end up competing to achieve a better
result than the others instead of focusing on your own • Maintain the individuality of each student
progress.

8.2.2. Some strategies to create a 8.2.2. Some strategies to create a

cooperative social climate in different cooperative social climate in different
motor activities, games and sports. motor activities, games and sports.
• The circuits:
• When using circuits with the students of Primary
• Circuit activities have characteristics that make them a Education we have to always consider two principles:
good educational tool:
• arrange the material in a way that allows different
• provide a means to practice a wide variety of motor skills to be put into play
skills
• give little instructions on how to execute
• they are motivating
• what we intend to give priority to motor
• allow the search for creative motor solutions, among experimentation and creativity.
others
 8.2.2. Some strategies to create a
cooperative social climate in different
motor activities, games and sports.
• The activity, with a non-competitive individual goal structure,
excites the children and is very enriching, although it
generates some problems:
• The respect of the turn: the attention is no longer
focused on the motor task and numerous conflicts arise.
• Sometimes quantity of movement predominates over
quality; the important thing for some is to give more laps
to the circuit and not so much to explore all the
possibilities of each place they pass.
• Few interactions occur between students.
8.2.2. Some strategies to create a
cooperative social climate in different
motor activities, games and sports.
• Assistance is difficult and low efficient at first, but soon
becomes more effective
• In addition to following the capacities that are individually
developed in the circuit, they are enhanced:
• helping relationships
• the coordination of laboratories and the satisfaction of
participating within a group.
• There are students who are more proud of having helped
their classmates than to have improved their time to beat
8.2.2. Some strategies to create a
cooperative social climate in different
motor activities, games and sports.
• The circuits: (possible solutions)
• Students advance in pairs or trios, exploring new
possibilities of movement, paying more attention to
coordinating tasks with colleagues and discovering a
new dimension in the circuit.
• Carry out the activity in a large group, proposing that
the time that elapses from the first in the group to the
last arriving will be timed, this will drive them to help
those who are left behind
8.2.2. Some strategies to create a
cooperative social climate in different
motor activities, games and sports.
• Activities, games and team sports of competition.
• Within this type of activities, modifications can be
introduced that make them cooperatives without resulting
in a decrease in learning opportunities.
• For example: game "The free throw relay”
 8.2.2. Some strategies to create a
cooperative social climate in different
motor activities, games and sports.
• These activities can be modified giving it a cooperative
structure, for example adding the successes of the two
groups. As a result we find:
• More helping behaviors.
• More information to peers regarding how to carry out
the motor action.
• Greater intergroup communication.
• More responses of joy at the successes of colleagues
8.2.2. Some strategies to create a
cooperative social climate in different
motor activities, games and sports.
• Traditional, popular and indigenous games.
• Example: https://www.youtube.com/watch?
v=BQ0NXKJe6YY
8.2.2. Some strategies to create a
cooperative social climate in different
motor activities, games and sports.
• We can also introduce player rotations in the teams, so that it is not encouraged:
• Intragroup favoritism and
• Disrespect for the outgroup
• Furthermore, everyone can participate having at some point as partners each of
the group members.
• Thus, it can be made to change the team who scores a goal, makes a good shot
or a meritorious defensive action
• It is possible that in the beginning, resistance will arise, but once this system
penetrates within the group, it generates an environment more focused on
participation and the desire to excel than in relations of rivalry towards the
opponent
8.2.2. Some strategies to create a
cooperative social climate in different
motor activities, games and sports.
• Traditional, popular and indigenous games.
• Many of the recreational activities in which students
participate in their free time and which have been
transmitted over different generations include spaces
for cooperation.
• The slogan of the Indigenous Peoples’ Games is “The
important thing is to celebrate, not to
compete.” (Rocha, 2014)
 8.2.2. Some strategies to create a
cooperative social climate in different
motor activities, games and sports.
• Modifications introduced by the students.
• Proposing that students look for modifications in the
games is usually extremely enriching. In this way, there
are more possibilities to help their classmates
• A possibility, in this sense, is presented in persecution
games such as "Cut the thread", "Octopus", games that,
on the other hand, are very motivating and allow the
development of different capacities .
8.2.2. Some strategies to create a
cooperative social climate in different
motor activities, games and sports.
• Modifications introduced by the students.
• These suggestions provided by also very young students
open ways for them to participate solving problems,
looking for creative alternatives and trying to make the
game more cooperative and creative.
8.2.2. Some strategies to create a
cooperative social climate in different
motor activities, games and sports.
• Modifications introduced by the students.
• To make in-game help more feasible:
• When a student has been "it" for a long time, someone always
approaches to be "tag" or simply to replace him
• we also reduce the playing space, making it more difficult to escape and
roles to be exchanged more quickly;
• other times players who make use of a “Base” participate together
where they cannot be “tag” with others who have chosen not to have a
“base”;
• We also put into practice the possibility of holding hands with a partner
so that neither of them can be caught.
8.2.3. Difficulties that can arise in
the practice of cooperative games.
• Egocentrism
• e•go•cen•tric /ˌigoʊˈsɛntrɪk/ adj. having little or no
thoughts about interests or feelings other than one's
own; self-centered:egocentric demands.
• Example: “Magic carpet game”
• "Professor, how can the game go well if you don't want to
do what I say?"
 8.2.3. Difficulties that can arise in
the practice of cooperative games.
• Egocentrism does not represent an affective or moral
attitude, but an intellectual approach.
• Young children consider their own perspective as the only
one possible and, consequently, the one that others
should adopt.
8.2.3. Difficulties that can arise in
the practice of cooperative games.
• Egocentrism
• The very fact of proposing cooperative games represents,
in principle, a way of promoting the capacity to break with
egocentrism and value other people's ways of perceiving
reality.
• As Aragonés (1989) points out: “the ability to put oneself
in the other's situation, that is, the ability to take the
emotional perspective of the latter, is positively related to
the cooperative structure, versus egocentrism linked to
competitive situations”.
8.2.3. Difficulties that can arise in
the practice of cooperative games.
• Researchers like Leighton (1992), based on the
interpretation of some experiments (Nelson, 1970), have
concluded that:
• children before the age of 7-8 are able to “decentralize”
and cooperate if they are offered the means to do so.
8.2.3. Difficulties that can arise in
the practice of cooperative games.
• Egocentrism
• It is solved by mediating so that whoever wishes can
express their point of view and urging students to put into
practice the different solutions proposed.
• Thus, each student will be able to contemplate the
existence of different ways of understanding reality, which
will represent a step on the path of "decentralization" and
the overcoming of egocentrism.
 8.2.3. Difficulties that can arise in
the practice of cooperative games.
• In-group favoritism.
• Example: sheet and ball game
• In-group cooperation -> intergroup competition
8.2.3. Difficulties that can arise in
the practice of cooperative games.
• In-group favoritism.
• It is essential to relax or modify the rules in such a way
that they generate situations of cooperative
interdependence between the different groups in order to
achieve a higher goal.
8.2.3. Difficulties that can arise in
the practice of cooperative games.
• In-group favoritism (possible solutions)
• 1º Expose the students to a good number of cooperative
play activities -> change cannot happen only in a game.
• 2º Create an awareness of a large group integrated in a
context above discrimination in small subgroups;
• diminish the divisions and the processes of motivation
associated with them, and value the companion of the
own group and also the one who at that time is part of
another group.
8.2.3. Difficulties that can arise in
the practice of cooperative games.
• In-group favoritism.
• The perspective, Sherif (1966), in his functional
interdependence model, stated that:
• Rivalry relationships that arise when two groups try
to achieve the same goal exclusively are based on a
conflict of interest
• This conflict is overcome if the common objectives
are replaced by a higher one that implies the
coordinated action of the different groups.
 8.2.3. Difficulties that can arise in
the practice of cooperative games.
• "Teacher, this is boring, you can't see who wins here!" -
said María-, a 6th grade Primary School student when we
proposed the fourth cooperative game in a class session.
• “Of course it is," we replied. Here we all win and we all
lose. ”
• Tendency to competition and respect for individuality.
8.2.3. Difficulties that can arise in
the practice of cooperative games.
• Tendency to competition and respect for individuality.
• It is evident that the way of perceiving the game is
influenced by the school, the family, the peer group and
the social media.
• Different studies (Sparkes, 1986; Bailey and Sage, 1988;
Kirk, 1990) show that the models offered to us are usually
elite athletes and that personal achievement is exalted as
a fundamental value.
8.2.3. Difficulties that can arise in
the practice of cooperative games.
• Tendency to competition and respect for individuality.
• With the competition we show and compared to others
our skills
• Competition has an emotion implied
• Undoubtedly, this value, close to the competition
game, should not be ignored by the Physical
Education teacher.
• However, it should not be the only important one
either.
8.2.3. Difficulties that can arise in
the practice of cooperative games.
• Tendency to competition and respect for individuality.
• It is our mission, also in cooperative games, to strike a
balance between:
• personal satisfaction (of all people) and
• collective achievements.
 8.2.3. Difficulties that can arise in 8.2.3. Difficulties that can arise in
the practice of cooperative games. the practice of cooperative games.

• Tendency to competition and respect for individuality.

• The proposal for cooperative leisure activities must be
rich enough so that:
• students (less and more capable) can continue to
progress in learning in an environment less damage by
the group and feel that their participation is valued by
others.
• Tendency to competition and respect for individuality.
• You don't have to be the best, which implies that others
are worse;
• If it is necessary to feel important, which does not mean
that others cannot feel the same.

8.2.3. Difficulties that can arise in 8.2.3. Difficulties that can arise in
the practice of cooperative games. the practice of cooperative games.
• To work the individuality within the cooperative games we
need to:

• provide enriching play activities for all • Failure to comply with the rules of the game

• respect individuality within the collective • In a competitive game, the transgression of the rules
implicitly calls for attention from those who are harmed.

• personalize the group instead of allowing anonymity

• In a cooperative game, the companions of playful
and de-individualization, and
activity become accomplices of the infraction.

• provide information to each student about their

progress and difficulties in the different fields.
 8.2.3. Difficulties that can arise in 8.2.3. Difficulties that can arise in
the practice of cooperative games. the practice of cooperative games.
• Failure to comply with the rules of the game • Negative reactions towards the least able

• The teacher may carry out supervisory work; but something else is feasible
on the way to student autonomy. • If success is not achieved -> hostility towards those people
who are held responsible for failure.
• Strategies:

• To highlight the most important rules, stating them positively and

• The solution is to reflect with the students on the conception
showing compliance expectations provides good results;
of cooperative play:

• To promote the evaluation of the rules as the means to define the • as a framework for personal and group enjoyment and
framework of the leisure activity and highlight its importance for the for learning
development of the game.

• We must not forget that students conform to the rules more if they • without having to always achieve the objective set by
understand, accept and value them. the leisure activity.

8.2.3. Difficulties that can arise in 8.2.3. Difficulties that can arise in
the practice of cooperative games. the practice of cooperative games.
• Class atmosphere

• Negative reactions towards the least able
• It is important to reinforce the behaviors that are oriented
into cooperation and personal and group enjoyment and
to point out adequate models.
• The relationships established in Physical Education class are,
to a large extent, conditioned by the social climate that
prevails within the group.
• This is determined by numerous aspects:

• All this will be possible if the affective and social climate
of the class fosters cooperation, help and, above all,
respect for others.
• Learning environment (facilities, equipment, space
distribution, noise level, etc.)
• Humans (teacher attitude, group size, cohesion,
leadership, friendly relations, etc.).
 8.2.3. Difficulties that can arise in 8.2.3. Difficulties that can arise in
the practice of cooperative games. the practice of cooperative games.

• Class atmosphere • Class atmosphere

• As mention before cooperative games promote: • How can we act to improve the classroom atmosphere?

• harmony in the group and • clarifying goals

• peer acceptance. • critically analyzing actions that jeopardize interpersonal

relationships
• They can also be used avoid aggressiveness and seek
other relational criteria, as indicated by Lamour (1991). • reinforcing manifestations and prosocial behaviors.

8.2.4. By way of conclusion: towards a 8.2.4. By way of conclusion: towards a

culture of peace; cooperation and culture of peace; cooperation and
solidarity through cooperative play. solidarity through cooperative play.

• We live in a constant contradiction:

• While we assume as universal principles, equality • The ethics of competition is now dominant in our society,
between people, cooperation between peoples and the and the school, as a reproducer of the existing schemes
construction of a world of peace and solidarity in the environment that hosts it, is no stranger to this fact.

• We participate in a hierarchical, individualistic and • But the desire for reality to change has always been one
competitive society in which "having" has become a of the great engines for progress.
substitute argument for "being" and where triumph and
personal achievement matter over anything else.
 8.2.4. By way of conclusion: towards a
culture of peace; cooperation and
solidarity through cooperative play.
• This leads us to value an alternative: to understand the
school as an agent of individual and collective
transformation, a means for personal evolution and social
change.
• And if equality, tolerance, peace and cooperation are
values that can be assumed by all, we must incorporate
them as goals to bring the reality around us closer.
8.2.4. By way of conclusion: towards a
culture of peace; cooperation and
solidarity through cooperative play.
• However, this premise, being necessary, is not enough.
• We must not forget that education in values, also in our
curricular area, is based on:
• the experiences linked to social interactions
• constructive dialogue and not without critical sense
• the search for means to overcome conflicts
• reflection and in the elaboration of personal meanings.
8.2.4. By way of conclusion: towards a
culture of peace; cooperation and
solidarity through cooperative play.
• From Physical Education it is possible to educate in this
value system.
• For this, it is necessary to promote among our students a
relaxed and enthusiastic atmosphere that:
• generate personal security
• arouse positive feelings
• welcome the joyous encounter with the companions.
8.2.4. By way of conclusion: towards a
culture of peace; cooperation and
solidarity through cooperative play.
• In this sense, cooperative play harmonizes two great events
that do not occur in other activities oriented towards
education for peace and coexistence.
• They link:
• the joy, the pleasant enjoyment and the magic of the playful
• with the fact of:
• to share ideas, to join efforts and to acquire a solidary
(caring) conscience based on the resignation to possess
exclusively to share with others
 8.2.4. By way of conclusion: towards a
culture of peace; cooperation and
solidarity through cooperative play.
• Through cooperative games:

• We can promote lifestyles based on help and collaboration as a means

for progress and individual and social well-being.

• This will undoubtedly be a good starting point to contribute from Physical

Education to the construction of a culture of:

• peace

• tolerance

• cooperation and

• solidarity